Understanding Psychological Challenges in Teaching Global Perspectives

DISC
O
VERING
 
THE
 
G
L
OBE
Using
 
Inqui
r
y
 
Guided
 
Lea
r
ni
n
g
 
to 
T
each
 
Global
 
T
o
p
ics
T
od
a
y
s
 
topi
c
s
W
h
y
 
T
ea
c
h
 
Glob
a
l
 
P
ers
p
ecti
v
es
P
ed
a
gogical
 
Challen
g
es
Ps
y
c
ho
l
ogical
Cultu
r
al
 
and
 
S
o
cial
Inqui
r
y
 
Gui
d
ed
 
Lea
r
ning
 
and
 
Glo
b
al
 
P
er
s
pecti
v
es
P
r
oble
m
-
Based
 
Lea
r
ning
 
and
 
Case
 
Stu
d
ies
W
h
y
 
tea
c
h
 
glob
a
l 
p
erspect
i
v
es?
Glob
a
l
 
Econo
m
y
Mo
v
ement
 
of
 
P
eople
Climate
 
Chan
g
e
 
and
 
Sus
t
ainability
Increasin
g
 
Challen
g
es
 
of
 
De
v
eloping 
N
ations
Inte
r
na
t
iona
l
 
Conflicts
 
and
 
Nation
a
l
 
Security
T
e
c
hnolo
g
y
 
and a
 
Net
w
o
r
k
ed Globe
Glo
b
al
 
Citizenship
J
ames
 
Da
w
es
W
e
 
s
e
e
 
our
 
o
w
n 
n
e
g
a
t
i
v
e
 
a
c
tions
 
as
 
a
 
r
e
sult
 
of
 
our
 
s
i
t
u
a
t
i
o
n
 
a
n
d
 
s
e
e
 
t
h
e
ne
g
ati
v
e
 
ac
t
i
o
ns
 
of
 
oth
e
rs
 
as
 
a
 
r
e
su
l
t
 
of
 
their
 
na
t
ure
 
(
a
c
to
r
-
o
b
se
r
v
er 
b
i
a
s
);
w
e
 
l
i
k
e
 
fami
l
ia
r
 
things
 
ju
s
t
 
because
 
th
e
y
 
are
 
fami
l
ia
r
 
(
me
r
e
-
e
x
p
osu
r
e
e
f
f
ec
t
);
w
e
 
pe
r
ce
i
v
e
 
di
v
e
r
s
i
t
y
 
i
n
 
our
 
o
wn
 
com
m
uniti
e
s
 
but
 
think
 
of
 
members
 
of
 
oth
e
r
com
m
unities
 
as
 
"
a
l
l
 
t
h
e
 
same"
 
(
outg
r
oup
 
homogene
i
ty bia
s
).
On
 
top
 
of
 
th
a
t,
 
w
e p
a
y
 
more
 
at
t
ention
 
to
 
ne
g
ati
v
e
 
in
f
o
r
m
a
ti
o
n
 
th
a
n
 
po
s
it
i
v
e
in
f
o
r
m
a
t
i
on,
 
f
ocus
i
ng
 
on
 
threats
 
o
v
er
 
s
i
gns
 
of
 
sa
f
et
y
,
 
r
e
member
i
ng
 
bad
e
xp
e
riences
 
more
 
int
e
ns
e
l
y
 
th
a
n
 
go
o
d
 
on
e
s
,
 
giving
 
more
 
w
e
i
ght
 
to
 
ne
g
ati
v
e
in
f
o
r
m
a
t
i
on
 
about
 
st
r
an
g
e
r
s
 
th
a
n
 
po
s
it
i
v
e
 
in
f
o
r
m
a
ti
o
n
,
 
e
xp
e
r
i
e
n
cing
 
our
dis
l
i
k
e
 
of
 
b
a
d
 
beha
v
i
o
r
 
i
n
 
others
 
m
o
r
e
 
intens
e
l
y
 
t
h
an
 
our
 
l
i
king
 
of
 
t
h
e
i
r
go
o
d
 
behavi
o
r
,
 
and
 
f
o
r
ming
 
ne
g
ati
v
e
 
st
e
r
e
ot
y
p
es
 
about
 
oth
e
rs
 
more
qui
c
kly
 
and
 
with
 
l
e
ss
 
da
t
a
 
th
a
n
 
w
e
 
do
 
w
h
en
 
f
o
r
ming
 
po
s
it
i
v
e
 
st
e
r
e
ot
y
p
es
(
n
e
g
a
t
i
vi
t
y
 
bia
s
).
Da
w
es
 
continued…
Th
i
s
 
g
e
t
s
 
w
orse
 
when
 
w
e
 
are
 
anxious
 
or
 
insec
u
r
e
.
W
e
 
are
 
e
v
en
 
more
 
l
i
k
e
l
y
,
 
then,
 
to
 
stereo
t
ype
 
other
s
,
 
sh
o
w
 
i
n
-g
r
oup
fa
v
or
itism
,
 
jud
g
e
 
memb
ers
 
of
 
our
 
g
r
oup
 
as
 
possessing
 
be
t
ter
features
 
than
 
those
 
of
 
other
 
g
r
oup
s
,
 
en
g
a
g
e
 
in
 
d
o
wn
w
ard
 
social
comparison
 
(
f
o
c
using
 
on
 
w
ors
e
-o
f
f
 
ot
h
ers
 
to
 
c
o
m
f
o
r
t
 
o
u
rsel
v
e
s
)
 
and,
subsequentl
y
,
 
to
 
re
member
 
ne
g
ati
v
e
 
r
ather
 
than
 
positi
v
e
 
things
about 
those
 
han
d
y
 
w
ors
e
-off
 
o
t
her
s
.
Final
l
y
,
 
w
e
 
seek
 
out
 
in
f
o
r
mation
 
that
 
confi
r
ms
 
our
 
e
xis
t
ing
 
b
e
lief
s
,
while
 
filtering
 
out
 
in
f
o
r
mation
 
that
 
c
hallen
g
es
 
the
m
 
(
c
o
nfi
r
m
a
ti
o
n
 
bia
s
);
and 
w
e
 
seek
 
cogniti
v
e
 
consisten
c
y
 
at
 
sometimes
 
un
b
ea
r
able
 
cost
s
,
de
n
ying
 
e
v
en
 
the
 
plainest
 
re
v
eale
d
 
t
r
uths
 
if
 
ac
c
ep
t
ing
 
the
m
 
w
ould
require
 
us
 
to
 
gi
v
e
 
u
p
, 
wi
t
h
 
pain,
 
previously
 
c
herishe
d
 
beliefs
(
c
o
gnit
i
v
e
 
diss
o
na
n
ce
).
Ps
y
c
hol
o
gical
 
Challen
g
es
acto
r
-o
b
se
r
v
er
 
bias
me
r
e
-
e
xp
o
s
u
r
e
 e
f
f
ect
outgroup
 
ho
m
ogeneity
 
bias
n
e
g
a
tivity
 
bias
f
ocu
s
ing
 
on
 
w
orse-o
f
f
 
others
 
to
 
com
f
o
r
t
 
o
u
rsel
v
es
confi
r
m
a
tion
 
bias
cogniti
v
e di
s
s
o
nance
jus
t
-
w
o
r
ld
 
p
heno
m
enon
Ac
t
o
r
-
Obs
e
r
v
er
 
Bias
ref
e
rs
 
to
 
a tende
n
c
y
 
to
 
attr
i
bute
 
o
n
e's
 
o
wn
 
action
 
to
e
xt
e
r
nal caus
e
s
,
 
while
 
attributing
 
ot
h
er 
p
e
ople's
beh
aviors
 
to
 
int
e
r
nal
 
caus
e
s
.
T
h
e 
a
cto
r
-
obs
e
r
v
er
 
bias te
n
ds
 
to
 
be
 
more
 
p
r
o
n
o
u
n
c
ed
i
n
 
situatio
n
s
 
wh
e
re 
th
e 
o
utc
om
e
s
 are
 
n
e
g
ati
v
e
.
Ess
e
ntial
l
y
,
 
pe
o
ple
 
te
n
d
 
to
 
ma
k
e 
d
iffer
e
nt
 
attribution
s
depe
n
ding
 
up
o
n
 
w
h
et
h
er 
th
e
y 
are
 
the
 
actor
 or 
th
e
obse
r
v
er
 
i
n
 
a s
i
tuation
 
(
J
o
n
es
 
&
 
Nis
b
et
t
, 
1
97
1
).
So
u
rc
e
: 
h
tt
p:/
/
p
sy
c
h
o
log
y
.ab
o
u
t
.c
o
m
/o
d
/
ai
nd
ex/
g
/
ac
to
r
-
o
b
se
r
v
e
r
.
h
t
m
Me
r
e-
e
xpos
u
r
e
 
E
f
f
ect
P
eople
 
feel
 
a preference
 f
or
 
people
 
or
 
things
simply
 
becau
s
e
 
th
e
y
 
a
r
e
 
f
a
mili
a
r
.
Has
 
no b
a
sis
 
i
n 
logic.
M
a
k
es
 
f
oreign”
 
cultures
 
unco
m
f
o
r
ta
b
le
 
and
 
n
e
w
beh
a
viors
 
seems
 
s
t
r
an
g
e
.
Outgrou
p
 
Homog
e
neity
 
Bias
One
s
 
perception
 
of
 
ou
t
-g
r
oup
 
m
embers
 
as
 
m
o
r
e
 
s
i
m
i
l
ar
 
to
 
one
 
a
n
other
th
a
n
 
are
 
i
n
-g
r
oup
 
member
s
.
Thus
 
"
t
h
e
y
 
are
 
ali
k
e;
 
w
e
 
are
 
di
v
e
r
s
e
".
P
e
o
ple
 
ha
v
e
 
a
 
more
 
di
f
f
e
r
e
n
t
ia
t
ed
 
cogniti
v
e
 
r
e
pr
e
sen
t
at
i
on
 
of
 
i
n
-g
r
oups
th
a
n
 
of
 
out-g
r
oup
s
.
 
Ma
k
es
 
i
t
 
hard
 
f
or
 
us
 
to
 
s
e
e
 
ou
t
-g
r
oups
 
as
 
compl
e
x.
The
 
ou
t
-g
r
oup
 
homo
g
ene
it
y
 
bias
 
r
e
late
s
 
to
 
s
o
cial
 
identit
y
 
t
h
e
o
r
y
,
 
w
hi
c
h
states
 
th
a
t
 
hu
m
ans
 
ca
t
eg
o
r
i
ze
 
pe
o
pl
e
,
 
thems
e
l
v
es
 
includ
e
d;
 
id
e
ntify
 
with 
i
n
-
g
r
oups;
 
and
 
comp
a
re
 
their
 
o
wn
 
g
r
oups
 
with other
 
g
r
oups
 
(ou
t
-g
r
oups
)
.
Id
e
ntific
a
tion
 
with
 
i
n
-g
r
oups
 
p
r
om
o
tes
 
s
e
l
f
-est
e
em;
 
b
y
 
comp
a
r
i
ng
 
ou
r
s
e
l
v
es
with
 
out-g
r
oup
s
,
 
w
e 
g
ain
 
a
 
fa
v
o
r
able
 
bias
 
t
o
w
ard
 
our
 
i
n
-g
r
ou
p
,
 
kn
o
wn
 
as
in
-
g
r
oup
 
bia
s
.
So
u
r
c
e:
 
h
ttp
://en.
w
i
k
ipe
d
ia.o
rg/w
iki/Ou
t
-g
r
o
u
p_ho
m
ogeneity_bias
N
e
g
a
tiv
i
ty
 
Bias
A
 
ps
y
c
hological
 
phenomenon
 
b
y
 
whi
c
h humans p
a
y
more
 
a
t
ten
t
io
n
 
to and
 
gi
v
e
 
more 
w
eight
 
to ne
g
a
t
i
v
e
r
a
t
her
 
th
a
n
 
po
s
iti
v
e
 
e
xpe
r
ience
s
 
or
 
other
 
kinds
 
of
in
f
o
r
mation.
Impac
t
 
on 
G
lob
a
l
 
P
er
s
pecti
v
es:
 
When 
g
i
v
en a piece
of
 
po
s
iti
v
e
 
in
f
o
r
mation
 
and
 
a piece
 
of
 
ne
g
a
t
i
v
e
in
f
o
r
mation
 
about
 
a st
r
an
g
e
r
,
 
people's
 
judgmen
t
 
of
the
 
s
t
r
an
g
er
 
will
 
be ne
g
a
t
i
v
e
,
 
r
a
t
her
 
th
a
n
 
neut
r
al.
F
ocus
 
on 
W
orse
 
o
f
f
 
others
Sys
tem 
just
i
fic
a
t
i
on
 
theo
r
y
 
p
r
op
oses
 
pe
ople
 
h
a
v
e
 
a
 
mo
t
i
v
ation
 
to
defe
nd
 
and
 
b
o
lst
er
 
the
 
sta
t
us
 
qu
o
, t
hat
 
i
s
,
 
to
 
see
 
it
 
as
 
go
od,
legi
t
imat
e
, 
and
 
desi
r
abl
e
.
P
e
ople
 
not
 
only
 
w
ant
 
to
 
hol
d
 
fa
v
o
r
able
 
at
t
itud
es
 
about
 
t
hems
el
v
es
(e
g
o-
justification
)
 
and
 
their
 
o
wn
 
g
r
oups
 
(g
r
ou
p
-
justif
i
ca
t
ion
),
 
but
 
th
e
y
also
 
w
ant
 t
o
 
hold
 
fa
v
o
r
able
 
att
itude
s
 
about
 
the
 
o
v
e
r
ar
c
hi
n
g
 
social
order
 
(system-
justif
i
cation
)
.
A 
consequen
c
e
 
of
 
this
 
te
nden
c
y
 
is
 
that
 
e
xis
t
ing
 
socia
l
,
 
economi
c
,
 
and
polit
ica
l
 
ar
r
an
g
em
ents
 
te
nd
 t
o
 
be
 
preferred,
 
and
 
alte
r
nati
v
es
 
to
 
t
he
sta
t
us
 
quo
 
are
 
dispa
r
a
g
ed.
So
urc
e
:
 
ht
t
p:
//e
n
.
w
i
k
i
p
e
d
i
a
.
o
r
g
/
w
i
k
i
/Sy
s
t
e
m_j
us
t
i
f
i
c
a
t
i
o
n
Confi
r
m
a
tion
 
Bias
A
 
te
nden
c
y
 
f
or
 
pe
ople
 
to
 
fa
v
or
 
in
f
o
r
mation
 
that
 
confi
r
ms
 
their
precon
c
ep
t
ion
s
 
or
 
h
yp
otheses
 
re
g
ardless
 
of
 
whe
t
her
 
the
 
in
f
o
r
mation
is
 t
r
u
e
.
As
 
a
 
r
e
sult,
 
pe
ople
 
g
ather
 
eviden
c
e
 
and
 
recall
 
in
f
o
r
mation
 
f
r
om
mem
ory
 
se
lecti
v
e
l
y
,
 
and
 
int
erpret
 
it
 
in
 
a
 
biase
d
 
w
a
y
.
The biases
 
appear
 
in
 
pa
r
ticu
l
ar
 
f
or
 
emotional
ly
 
sign
i
fi
c
ant
 
issue
s
 
and
f
or
 
establishe
d
 
belief
s
.
C
ontributes
 
to
 
o
v
erconfidence
 
in
 
personal
 
beliefs
 
and
 
can
 
maintain
or
 
streng
t
hen
 
beliefs
 
in
 
the
 
face
 
of
 
con
t
r
ary
 
eviden
c
e
.
 
H
en
c
e
 
th
e
y
c
a
n
 
lead
 
to
 
disast
r
ous
 
decision
s
,
 
esp
ec
i
ally
 
in
 
or
g
ani
z
ational,
milita
r
y
,
 
polit
ica
l
 
and
 
social
 
cont
e
x
t
s
.
So
u
rc
e
: 
h
tt
p:/
/e
n.
w
i
k
ip
e
dia.org
/
wi
k
i/Con
f
irma
t
i
o
n
_
bias
Cogniti
v
e
 
Disson
a
nce
The
 
u
n
c
o
m
f
o
r
tab
l
e
 
fe
e
lin
g
 
caused
 
b
y h
o
ld
i
ng co
n
flict
i
ng
idea
s 
si
m
ultan
e
o
u
s
l
y
.
T
h
us
 
p
e
o
ple
 
ha
v
e 
a
 moti
v
ational
 dri
v
e 
to
 
red
u
ce
dissonanc
e
.
T
h
e
y
 
do
 
th
i
s
 
b
y
 
c
hangi
n
g
 
t
heir
 at
t
itude
s
,
 
belief
s
,
 and
 
action
s
.
Di
s
son
ance
 
i
s
 
also
 
reduced
 
b
y 
ju
s
tifyi
n
g
,
 
bla
m
i
n
g
,
 
and
de
n
yin
g
.
T
h
i
s
 
bi
a
s
 
ma
k
es
 
i
t 
h
ard
 
to
 
u
n
do prejudice
 
since
 
that
w
o
u
ld
 
req
u
ir
e 
a
 
c
ha
n
g
e 
in
 
e
xisting
 
beliefs
 
about
 
a
g
r
o
u
p
.
Just-
w
o
r
ld
 
phen
o
men
o
n
The
 
tenden
c
y
 
f
or
 
people
 
to 
b
e
l
i
e
v
e
 
th
a
t
 
the
w
o
r
l
d
 
i
s 
jus
t
 
and
 
there
f
ore
 
people
 
"
g
et
 
what
th
e
y
 
dese
r
v
e
.
Ma
k
es
 
i
t 
d
iff
i
cult
 
to 
t
ea
c
h s
t
udents
 
to h
a
v
e
co
m
passion
 
f
or
 
those
 
f
r
om other
 
pa
r
ts
 
of
 
t
he
w
o
r
l
d
 
th
a
t
 
l
e
ad
 
more
 
difficult
 
l
i
v
e
s
.
Cultu
r
al
 
and
 
S
o
ci
a
l
 
Challen
g
es
American
 
E
x
cepti
o
nali
s
m
Orientalism
Cult
u
r
alism
R
acism
P
o
wer
 
of
 
P
r
eju
d
ice
Limited
 
Emp
a
t
h
y
 
f
or 
Others
American
 
E
x
ceptionalism
R
efers
 
to
 
th
e 
theory
 
th
at
 
th
e Uni
ted
St
a
tes
 
i
s
 
qu
ali
ta
ti
v
ely
 
diff
erent 
f
r
om
ot
h
er
 
na
ti
on
s
.
Co
n
ne
c
ted
 
to
 
th
e 
ide
a
 
th
at
 
i
t
 
i
s
 
also
“bet
t
er
—more
 
democ
r
a
t
ic
,
 
more
 
fre
e
,
more 
jus
t.
Lea
d
s
 
to
 
comp
a
riso
n
s
 
th
at
 
te
n
d
 
to
 
create
a
 
bias
 
to 
s
ee
 
the
 
US
 
as better
 
than
 
other
na
ti
on
s
.
H
o
w
 
does
 
th
i
s 
connect
 
to
 
na
ti
ona
l
 
pride?
Orientalism
E
d
w
ard
 
Sa
i
d
 
O
r
ient
a
l
i
s
m
1978
A
 
comp
a
r
i
s
o
n
 
ac
r
o
s
s
c
u
ltur
e
s
 
w
here
 
t
h
e
 
w
e
s
t
 
is
A
L
W
A
Y
S
 
s
e
en
 
as
 
super
i
or
F
or
 
e
xampl
e
,
 
w
h
at
 
are
com
m
on
 
ima
g
es
 
of
pe
o
ple
 
f
r
om
 
the
 
ea
s
t
 
and
f
r
om
 
Afgh
a
ni
s
tan
 
in
p
a
r
tic
u
lar?
E
x
o
t
ic
Ba
r
b
a
ric
Uncivilized
Less
 
e
t
hical
R
eli
g
io
u
s
 
F
a
n
at
ics
Wh
a
t
 
el
s
e?
Cultu
r
al
i
sm
Mahm
o
od
 
Mamd
a
n
i
:
The
 
t
e
nd
e
n
c
y
 
to
 
see
 
the
p
r
o
b
l
e
ms
 
of
 
o
t
her
cultures
 
as
 
an
 
en
d
e
m
ic
c
u
ltu
r
al
 
t
r
ait
 
r
ather
 
than
a
 
po
l
it
i
cal
 
p
r
ob
l
em.
“These
 
people are
incapabl
e
 
of
 
jus
t 
r
ul
e
.
Th
e
y are
 
a bun
c
h
 
of
barbarian
s
.
P
r
ob
l
ems
 
a
r
ound
 
the
glo
b
e
 
are
 
presented
ahist
o
rical
l
y
 
and
 
without
att
e
ntion
 
to
 
g
e
o
p
o
l
t
ic
s
.
R
acism
T
h
ere
 
are
 lot
s
 
of
 
w
a
ys
 
i
n whi
c
h subtle
 
r
acism
 
persists
 
in
v
arious
 
w
a
ys 
i
n 
o
ur
 s
o
ciet
y
.
T
ea
c
hing
 
about
 
differe
nt
 
culture
s 
can
 
o
ften
 
lea
d
 
to
 
the
prese
n
tat
i
on
 
of
 
ot
h
er c
u
lture
s
 
as
 
stat
i
c.
Cultu
r
al
 
e
xplanatio
n
s
 
f
or differ
e
n
c
e
s
 
can
 l
e
ad
 
to
student
 
p
erce
ptions
 
that
 
ineq
u
al
i
ties
 
are
 
the
 
res
u
l
t of
c
u
ltu
r
al
 
differe
n
c
e
 
and
 
n
ot
 
a
 
s
t
r
u
ctu
r
al
 
pa
r
t
 
of
 
so
c
iet
y
.
B
u
t
 
being “col
o
rbl
i
nd”
 
e
r
ases
 
the
 
li
v
ed
 
e
xperie
n
c
e
s
 
of
differe
nt 
g
r
o
u
ps and
 
ignor
e
s
 di
v
ersi
t
y
.
E
v
e
r
yday
 
A
nti
r
acism
T
h
e
 
eth
n
o
g
r
ap
hic
 
q
uestion
 
to
 
a
s
k
 
ab
out
 
a
nt
i
r
a
c
i
sm
 
in
 
e
d
u
ca
tion
 
is thus
 
not
 
ab
st
r
a
c
tly
 
w
heth
e
r
people
 
s
h
ou
l
d
 
be
 
t
r
e
a
t
e
d
 
or
 
no
t tr
e
a
t
e
d
 
as
 
r
ace g
r
oup
 
members
 
in s
c
hools
 
(t
h
is
 
is the
 
typi
ca
l
 
U
S
d
e
ba
te
 
ab
out
 
r
a
ce
 
cons
c
ious
n
es
s
 
v
s
 
c
olor
 
bli
n
d
nes
s”),
 
b
ut
 
r
a
ther
 
conc
r
etely
 
w
he
n
 
and
 
h
o
w
 
it
help
s
 
in
 
real
 
li
f
e
 
in
 
s
p
eci
f
ic
 
pl
a
ces
 
to
 
tre
a
t
 
p
eo
pl
e
 
a
s
 
r
a
ce
 
g
r
oup
 
m
e
mber
s
,
 
a
nd
 
when
 
a
n
d
 
h
o
w
i
t
 
h
a
r
m
s
.
St
a
tic 
a
d
vi
c
e
 
to “
b
e
 
col
o
r
b
li
n
d
 
re
g
a
rdi
n
g
 
one
s
 
st
u
d
ent
s
,
 
or
 
to
 
“cel
e
b
r
a
te”
 
their
 
d
i
v
er
s
it
y
,
 
or
 
to
r
ecogn
i
ze”
 
their
 
“i
d
entitie
s
,
 
is
 not
 e
q
u
a
lly
 
help
f
ul
 
in
 
a
ll
 
situ
a
tion
s
.
In
 da
ily
 
li
f
e
, 
sometimes
 
be
i
ng colorblind
 
is
 
qu
i
te harm
f
ul
 
to
 
y
ou
n
g
 
p
eo
p
le
;
 
sometimes
 
a
c
el
e
br
a
tion”
 
of
 
di
v
e
r
sity
 
can be
 
r
e
du
c
ti
v
e
 
and
 
harmf
u
l;
 
sometimes
 
r
e
c
o
g
niz
i
n
g
 
one
 
aspect
 
of
an
 
identity
 
(a
 
st
u
dent
s
 
or
 
one
s
 
o
wn)
 
d
et
r
a
cts
 
f
r
om
 
a sen
s
e
 
of
 
common
 
h
u
man
i
t
y
.
T
o
d
a
y
,
 
r
a
ci
s
m
 
st
i
l
l
 
in
v
ol
v
es
 
u
n
e
q
u
a
lly
 
m
e
a
s
u
r
i
ng
 
h
u
man
 
w
o
r
th,
 intelli
g
en
c
e
 
a
nd
 
p
otent
ia
l
 
along
st
a
tic
 
r
a
ci
a
l”
 
li
n
e
s
,
 
a
nd
 
a
c
c
e
p
ti
n
g
 
the 
d
i
s
tri
b
u
tion
 
of
 
r
a
ci
a
lly
 
u
n
e
q
u
a
l
 
o
pp
o
r
tu
n
iti
e
s
,
 
a
nd
 
the
p
r
o
d
u
c
tion
 
of
 
r
a
ci
a
lly
 
pa
tte
r
ned
 
dispa
riti
e
s
,
 
a
s
 
if
 
these
 
a
re
 
no
r
mal.
E
v
er
y
d
a
y
 
a
nt
i
r
a
c
i
sm
 
in
 
e
d
u
ca
tion
 
th
u
s
 
req
uir
es
 
th
a
t
 
e
d
u
ca
tors
 
ma
k
e
 
st
r
a
te
gic
,
 
sel
f
-
cons
c
ious
e
v
er
y
d
a
y
 
mo
v
es
 
to
 
cou
n
ter
 
these
 
in
g
r
aine
d
 
ten
d
en
cie
s
.
So
urc
e
-
 
Po
ll
o
ck
:
 
ht
t
p:
//
www
.
un
d
e
rs
t
a
n
d
i
n
g
r
a
c
e
.
o
r
g
/
r
e
s
o
urc
e
s
/
pd
f
/
r
e
t
h
i
n
k
i
n
g
/
p
o
ll
o
c
k
.
pd
f
undefined
P
r
e
j
u
di
ce
 
o
cc
urs
 
wh
e
n
 
a
n
 
i
n
di
v
i
d
u
a
l
'
s
 
s
t
e
r
eo
t
y
p
e
s
 b
e
c
o
me
 
r
i
gi
d
 
a
nd
 
i
nf
l
ex
ibl
e
.
The 
p
r
e
j
u
di
c
e
d
 
i
n
di
v
i
d
u
a
l
 
m
a
i
nt
a
i
ns
 
h
i
s
/
h
er s
t
e
r
eo
t
y
p
e
 
ab
o
ut
 
a
n
o
t
h
er
 
p
e
rs
o
n
 
o
r
 g
r
o
up
 
e
v
e
n
 
wh
e
n
 
c
onfr
o
nted 
w
it
h
 
e
v
i
d
e
nc
e
 
t
o
 
t
h
e
 
c
o
ntr
a
r
y
.
So
urc
e:
 
h
ttp://www.
un
m.ed
u
/~j
k
a/
c
o
ur
s
e
s
/
a
rc
h
i
v
e/pow
e
r
.
h
tml
The 
P
o
w
er
 
of
 
P
r
e
j
ud
i
ce
undefined
Emp
at
h
y
 
i
s not
 
n
at
u
r
a
l
. 
 
I
t
 
t
a
k
es
 
h
a
rd
 
w
o
r
k.
Sam
 
Ri
c
h
a
r
d
s
 
t
a
k
es
 
an 
In
q
ui
r
y
 
G
ui
d
ed
 
a
p
p
r
oa
c
h 
t
o
 
t
ea
c
hi
n
g e
m
p
at
h
y:
h
tt
p
:
//w
w
w
.
y
ou
t
u
b
e
.co
m
/
w
a
t
c
h?v=kUEGH
dQO
7
W
A
Chall
e
n
g
es
 
to
 
E
m
p
a
t
h
y
undefined
T
eac
hi
n
g
 
global
 
c
ultu
res
 
r
un
s r
isk
s.
N
ot
 
tea
chi
n
g
 
global
 
c
ult
u
res r
un
s
 
r
isk
s.
How
 
c
an
 
w
e
 
be
s
t
 
face
 
these 
c
h
alle
n
ge
s
?
Gl
o
b
a
l
 
Conn
ections
 
or
 
Gl
o
b
a
l
 
Cont
r
a
s
ts?
F
r
om
 
Challen
g
e
 
to Op
p
o
r
tunity
These
 
c
hallen
g
es
 
are
 
rea
l
but
 
th
e
y
 
are
 
not
insu
r
mounta
b
l
e
.
Being
 
mindful of
 
the 
d
if
f
icultie
s
 
w
e ha
v
e 
ima
g
ining
the
 
li
v
es of
 
others
 
all
o
ws
 
us to
 
tea
c
h
 
the globe
 
i
n a
w
a
y
 
th
a
t
 
can
 
ha
v
e a gre
a
ter
 
c
hance
 
of
 
de
v
eloping
global
 
citizenshi
p
.
Find
 
an app
r
oa
c
h
 
that
 
bal
a
nces
 
bet
w
een
cel
e
b
r
a
t
io
n
 
and
 
s
k
ep
t
icism.
Inquir
y
 
Guided
 
Lea
r
ning
IG
L
 
i
s a
 
tea
c
hing
 
method
 
that
 
helps o
v
ercome
 
some
of
 
the
s
e
 
c
hallen
g
es
Ba
s
ed
 
on a
s
king
 
questions
Acti
v
e
 
curiosity
 
w
o
r
ks
 
a
g
ainst
 
bia
s
es
Can
 
help de
v
elop empat
h
y
Can
 
sh
o
w
 
th
a
t an
s
w
ers
 
a
r
e
 
not easy
K
e
y 
F
eatures
 
of
 
IGL
Is
 
ques
t
io
n
 
dri
v
en,
 
r
ather
 
than
 
topic
 
or
 
thesis
 
dri
v
en
B
egins
 
with
 
a
 
g
en
e
r
al
 
the
me
 
to
 
act
 
as
 
a
 
sta
r
ting
 
point
 
or
 
t
rig
g
er
 
f
or
lea
r
ning
Emphasi
z
es
 
asking
 
go
o
d
 
r
e
sear
c
hable
 
ques
t
ion
s
 
on
 
the
 
t
hem
e
,
 
and
coa
c
hes
 
students
 
in
 
doing
 
this
Builds
 
lib
r
ar
y
,
 
int
e
r
vi
e
w
,
 
and
 
w
e
b
 
sear
c
h
 
skill
s
,
 
along
 
with
 
the
 
critical
thinking
 
skills
 
necessa
r
y
 
f
or
 
thoughtful
 
revi
e
w
 
of
 
the
 
in
f
o
r
mation.
Co
a
c
hes
 
students
 
on
 
h
o
w
 to
 
b
est
 
repo
r
t
 
their
 
lea
r
ning
 
in
 
o
r
al
 
or
writ
t
en
 
f
o
r
m.
P
r
ovides
 
some
 
m
e
c
ha
n
ism
 
(inte
r
vi
e
w
s
,
 
d
r
aft
s
,
 
mi
n
utes
 
of
 
g
r
oup
me
eting
s
,
 
ben
c
h
 
ma
r
k
 
activitie
s
,
 
e
t
c.)
 
to
 
hel
p
 
students
 
monitor
 
t
heir
p
r
ogr
e
ss
 
within
 
the
 
cours
e
.
D
r
aws
 
on
 t
he
 
e
xp
e
r
tise
 
and
 
kn
o
wled
g
e
 
of
 
the
 
ins
t
r
u
c
tor
 
to
 
m
odel
effecti
v
e
 
inq
u
iry
 
and
 
to
 
p
r
omote
 
reflection.
undefined
Q
u
e
s
ti
o
n
 
d
r
i
v
en
 
n
at
u
r
e 
h
elps
 
add
r
e
s
s
 
p
r
oblems
 
of
 
s
te
r
eotyp
e
s
C
h
alle
n
g
e
s
 
of
 
t
h
is
 
p
r
oce
s
s
 
h
elp
 
s
t
u
d
e
n
ts
 
un
d
e
rs
ta
n
d
 
t
h
e complexit
i
es
 
of
 
global
 
i
ssu
es
T
eac
h
es
 
g
o
od
 
r
e
s
ea
r
ch
 
sk
ill
s
.
 
St
u
d
e
n
ts
 
lea
r
n
 
to
 s
eek
 
s
o
ur
ces
 
of
 
i
nf
o
r
mati
o
n
 --
A p
r
actice
 
t
h
at
 
can 
h
elp
 
s
t
u
d
e
n
ts
 
a
s
k
 
q
u
e
s
ti
o
n
s
 
a
b
o
u
t
 
media
 
r
ep
r
e
s
e
n
ta
t
i
o
ns
.
IG
L
 
and
 
Gl
o
b
a
l
 
P
e
r
s
pe
cti
v
es
P
r
oblem
 
Based
 
Lea
r
ning
P
r
oblem
 
Bas
e
d
 
Lea
r
ning
 
i
s
 
f
o
r
m
 
of
 
IG
L
 
t
h
at
 
i
s
 
st
r
u
c
t
u
r
e
d
 
t
h
r
ough
 
a
 
p
r
obl
e
m
.
I
n
 
a p
r
ob
l
em-
b
a
s
ed
 
l
e
a
r
ning
 
(P
B
L)
 
mode
l
,
 
students
 
en
g
a
g
e
 
compl
e
x,
c
halleng
i
ng
 
p
r
ob
l
ems
 
and
 
co
l
lab
o
r
ati
v
ely
 
w
o
r
k
 
t
o
w
ard
 
their
 
r
e
s
o
lut
i
on.
P
B
L
 
i
s
 
about
 
students
 
connecting
 
di
s
cipl
i
nary
 
kn
o
wled
g
e
 
to
 
r
e
a
l
-
w
o
r
ld
p
r
ob
l
e
m
s
t
he
 
moti
v
ation
 
to
 
s
o
l
v
e
 
a
 
p
r
ob
l
em
 
becomes
 
the
 
moti
v
ation
 
to
l
e
a
r
n.
I
n
 
P
B
L,
 
students
 
w
o
r
k
 
to
g
eth
e
r
 
i
n
 
small
 
g
r
oups
 
to
 
s
o
l
v
e
 
r
e
a
l
-
w
o
r
l
d
 
p
r
ob
l
em
s
.
P
B
L
 
i
s
 
an
 
ac
t
i
v
e
 
p
r
oc
e
ss
 
th
a
t
 
en
g
a
g
es
 
students
 
to
 
id
e
ntify
 
w
h
at
 
th
e
y
 
kn
o
w
,
and
 
more
 
impo
r
ta
n
t
l
y
,
 
w
h
at
 
th
e
y
 
don't
 
kn
o
w
.
The
i
r
 
moti
v
ation
 
to
 
s
o
l
v
e
 
a p
r
ob
l
em
 
becomes
 
their
 
moti
v
ation
 
to
 
f
i
nd
 
and
ap
p
l
y
 
kn
o
wled
g
e
.
So
u
rc
e
: 
h
tt
p:/
/
www.u
d
e
l.
e
du/
i
n
s
t/
wh
y
-pb
l
.
h
tm
l
P
B
L
 
and
 
Ca
s
e Stud
i
es
Ask
 
st
u
den
t
s
 
to
 
put
 
th
e
msel
v
es
 
in
 
the 
p
l
ace
 
of
 
others
not
sol
v
e
 
p
r
ob
l
ems
 
F
O
R
 
othe
r
s
.
 
Th
e
y
 
ha
v
e
 
to
 
see
 
and
 
sol
v
e
 
the
p
r
ob
l
em
 
imag
i
ning 
that 
i
t
 
is
 
their
s
.
Create
 
a
 
compe
l
l
i
ng
 
and
 
inte
r
es
t
ing
 
p
r
ob
l
em
 
f
or
 
s
t
udents
 
to
sol
v
e
Ma
k
e
 
s
ure
 
that 
i
t
 does
 
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Exploring the impact of psychological biases like actor-observer bias, confirmation bias, and cognitive dissonance on teaching global perspectives. Insights from James Dawes shed light on how our perceptions and judgments are influenced by internal biases, affecting our ability to embrace diversity and global citizenship.


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  1. DISCOVERING THE GLOBE Using Inquiry Guided Learning to Teach Global Topics

  2. Todays topics Why Teach Global Perspectives Pedagogical Challenges Psychological Cultural and Social Inquiry Guided Learning and Global Perspectives Problem-Based Learning and Case Studies

  3. Why teach global perspectives? Global Economy Movement of People Climate Change and Sustainability Increasing Challenges of Developing Nations International Conflicts and National Security Technology and a Networked Globe Global Citizenship

  4. James Dawes We see our own negative actions as a result of our situation and see the negative actions of others as a result of their nature (actor-observer bias); we like familiar things just because they are familiar (mere-exposure effect); we perceive diversity in our own communities but think of members of other communities as "all the same" (outgroup homogeneity bias). On top of that, we pay more attention to negative information than positive information, focusing on threats over signs of safety, remembering bad experiences more intensely than good ones, giving more weight to negative information about strangers than positive information, experiencing our dislike of bad behavior in others more intensely than our liking of their good behavior, and forming negative stereotypes about others more quickly and with less data than we do when forming positive stereotypes (negativity bias).

  5. Dawes continued This gets worse when we are anxious or insecure. We are even more likely, then, to stereotype others, show in-group favoritism, judge members of our group as possessing better features than those of other groups, engage in downward social comparison (focusing on worse-off others to comfort ourselves) and, subsequently, to remember negative rather than positive things about those handy worse-off others. Finally, we seek out information that confirms our existing beliefs, while filtering out information that challenges them (confirmation bias); and we seek cognitive consistency at sometimes unbearable costs, denying even the plainest revealed truths if accepting them would require us to give up, with pain, previously cherished beliefs (cognitive dissonance).

  6. Psychological Challenges actor-observer bias mere-exposure effect outgroup homogeneity bias negativity bias focusing on worse-off others to comfort ourselves confirmation bias cognitive dissonance just-world phenomenon

  7. Actor-Observer Bias refers to a tendency to attribute one's own action to external causes, while attributing other people's behaviors to internal causes. The actor-observer bias tends to be more pronounced in situations where the outcomes are negative. Essentially, people tend to make different attributions depending upon whether they are the actor or the observer in a situation (Jones & Nisbett, 1971). Source: http://psychology.about.com/od/aindex/g/actor-observer.htm

  8. Mere-exposure Effect People feel a preference for people or things simply because they are familiar. Has no basis in logic. Makes foreign cultures uncomfortable and new behaviors seems strange.

  9. Outgroup Homogeneity Bias One s perception of out-group members as more similar to one another than are in-group members. Thus "they are alike; we are diverse". People have a more differentiated cognitive representation of in-groups than of out-groups. Makes it hard for us to see out-groups as complex. The out-group homogeneity bias relates to social identity theory, which states that humans categorize people, themselves included; identify with in- groups; and compare their own groups with other groups (out-groups). Identification with in-groups promotes self-esteem; by comparing ourselves with out-groups, we gain a favorable bias toward our in-group, known as in-group bias. Source: http://en.wikipedia.org/wiki/Out-group_homogeneity_bias

  10. Negativity Bias A psychological phenomenon by which humans pay more attention to and give more weight to negative rather than positive experiences or other kinds of information. Impact on Global Perspectives: When given a piece of positive information and a piece of negative information about a stranger, people's judgment of the stranger will be negative, rather than neutral.

  11. Focus on Worse off others System justification theory proposes people have a motivation to defend and bolster the status quo, that is, to see it as good, legitimate, and desirable. People not only want to hold favorable attitudes about themselves (ego-justification) and their own groups (group-justification), but they also want to hold favorable attitudes about the overarching social order (system-justification). A consequence of this tendency is that existing social, economic, and political arrangements tend to be preferred, and alternatives to the status quo are disparaged. Source: http://en.wikipedia.org/wiki/System_justification

  12. Confirmation Bias A tendency for people to favor information that confirms their preconceptions or hypotheses regardless of whether the information is true. As a result, people gather evidence and recall information from memory selectively, and interpret it in a biased way. The biases appear in particular for emotionally significant issues and for established beliefs. Contributes to overconfidence in personal beliefs and can maintain or strengthen beliefs in the face of contrary evidence. Hence they can lead to disastrous decisions, especially in organizational, military, political and social contexts. Source: http://en.wikipedia.org/wiki/Confirmation_bias

  13. Cognitive Dissonance The uncomfortable feeling caused by holding conflicting ideas simultaneously. Thus people have a motivational drive to reduce dissonance. They do this by changing their attitudes, beliefs, and actions. Dissonance is also reduced by justifying, blaming, and denying. This bias makes it hard to undo prejudice since that would require a change in existing beliefs about a group.

  14. Just-world phenomenon The tendency for people to believe that the world is just and therefore people "get what they deserve. Makes it difficult to teach students to have compassion for those from other parts of the world that lead more difficult lives.

  15. Cultural and Social Challenges American Exceptionalism Orientalism Culturalism Racism Power of Prejudice Limited Empathy for Others

  16. American Exceptionalism Refers to the theory that the United States is qualitatively different from other nations. Connected to the idea that it is also better more democratic, more free, more just. Leads to comparisons that tend to create a bias to see the US as better than other nations. How does this connect to national pride?

  17. Orientalism Edward Said Orientalism 1978 A comparison across cultures where the west is ALWAYS seen as superior For example, what are common images of people from the east and from Afghanistan in particular? Exotic Barbaric Uncivilized Less ethical Religious Fanatics What else?

  18. Culturalism Mahmood Mamdani: The tendency to see the problems of other cultures as an endemic cultural trait rather than a political problem. These people are incapable of just rule. They are a bunch of barbarians. Problems around the globe are presented ahistorically and without attention to geopoltics.

  19. Racism There are lots of ways in which subtle racism persists in various ways in our society. Teaching about different cultures can often lead to the presentation of other cultures as static. Cultural explanations for differences can lead to student perceptions that inequalities are the result of cultural difference and not a structural part of society. But being colorblind erases the lived experiences of different groups and ignores diversity.

  20. Everyday Antiracism The ethnographic question to ask about antiracism in education is thus not abstractly whether people should be treated or not treated as race group members in schools (this is the typical US debate about race consciousness vs color blindness ), but rather concretely when and how it helps in real life in specific places to treat people as race group members, and when and how it harms. Static advice to be colorblind regarding one s students, or to celebrate their diversity, or to recognize their identities, is not equally helpful in all situations. In daily life, sometimes being colorblind is quite harmful to young people; sometimes a celebration of diversity can be reductive and harmful; sometimes recognizing one aspect of an identity (a student s or one s own) detracts from a sense of common humanity. Today, racism still involves unequally measuring human worth, intelligence and potential along static racial lines, and accepting the distribution of racially unequal opportunities, and the production of racially patterned disparities, as if these are normal. Everyday antiracism in education thus requires that educators make strategic, self-conscious everyday moves to counter these ingrained tendencies. Source- Pollock: http://www.understandingrace.org/resources/pdf/rethinking/pollock.pdf

  21. The Power of Prejudice Prejudice occurs when an individual's stereotypes become rigid and inflexible. The prejudiced individual maintains his/her stereotype about another person or group even when confronted with evidence to the contrary. Source: http://www.unm.edu/~jka/courses/archive/power.html

  22. Challenges to Empathy Empathy is not natural. It takes hard work. Sam Richards takes an Inquiry Guided approach to teaching empathy: http://www.youtube.com/watch?v=kUEGHdQO7WA

  23. Global Connections or Global Contrasts? Teaching global cultures runs risks. Not teaching global cultures runs risks. How can we best face these challenges?

  24. From Challenge to Opportunity These challenges are real but they are not insurmountable. Being mindful of the difficulties we have imagining the lives of others allows us to teach the globe in a way that can have a greater chance of developing global citizenship. Find an approach that balances between celebration and skepticism.

  25. Inquiry Guided Learning IGL is a teaching method that helps overcome some of these challenges Based on asking questions Active curiosity works against biases Can help develop empathy Can show that answers are not easy

  26. Key Features of IGL Is question driven, rather than topic or thesis driven Begins with a general theme to act as a starting point or trigger for learning Emphasizes asking good researchable questions on the theme, and coaches students in doing this Builds library, interview, and web search skills, along with the critical thinking skills necessary for thoughtful review of the information. Coaches students on how to best report their learning in oral or written form. Provides some mechanism (interviews, drafts, minutes of group meetings, bench mark activities, etc.) to help students monitor their progress within the course. Draws on the expertise and knowledge of the instructor to model effective inquiry and to promote reflection.

  27. IGL and Global Perspectives Questiondriven nature helps addressproblemsof stereotypes Challengesof this processhelp students understand the complexitiesof global issues Teachesgood research skills. Students learn to seek sources of information --A practice that can help students ask questionsabout media representations.

  28. Problem Based Learning Problem Based Learning is form of IGL that is structured through a problem. In a problem-based learning (PBL) model, students engage complex, challenging problems and collaboratively work toward their resolution. PBL is about students connecting disciplinary knowledge to real-world problems the motivation to solve a problem becomes the motivation to learn. In PBL, students work together in small groups to solve real-world problems. PBL is an active process that engages students to identify what they know, and more importantly, what they don't know. Their motivation to solve a problem becomes their motivation to find and apply knowledge. Source: http://www.udel.edu/inst/why-pbl.html

  29. PBL and Case Studies Ask students to put themselves in the place of others not solve problems FOR others. They have to see and solve the problem imagining that it is theirs. Create a compelling and interesting problem for students to solve Make sure that it does not have an easy resolution Think about the sorts of information they will need to address it Address any biases that might result from the process and confront these openly Be prepared to discuss the ethics of the problem

  30. PBL and Global Perspectives Asking students to put themselves in the shoes of others encourages empathy. Teaches the difficulty in solving problems helps counter-balance Just-world phenomenon and Self-justification theory. Problems with bias are openly addressed in ways that promote everyday antiracism.

  31. Three samples case studies A culture-based case study for younger students An environmental/sustainability case for middle school A military conflict case for high schoolers

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